Department of Human Communication Studies
California State University, Fullerton
Program Performance Review Self-Study1
March 27, 2007
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Section V. (New Long-term Plan) may be revised based on conunents or reconunendations from the site
visitors. Thus, that section of the report should be considered a draft.
I.
Analysis of Department's Strengths, Weaknesses, Opportunities, and Threats
(SWOT)
A.
Assessment of Department's Strengths, Weaknesses, Opportunities, and Threats.
The SWOT analysis focused on five areas: faculty, curriculum, students,
material resources, and community outreach. The results of the analysis are shown
below, and the final section presents assessment of the department's leverage,
constraints, vulnerabilities, and problems.
I.
Faculty
Strengths: First, the faculty shows a strong commitment to excellence in
teaching. The department average of student ratings of faculty (SRis) is
consistently above 3.4 (on a 4.0 scale) on all survey items. Another strength of
the faculty rests in availability to students. The faculty regularly engages
students in various collaborative efforts, including scholarly research activities.
A recent survey (see Appendix A and Appendix B) reinforces the 1999 Program
Performance Review results that students (both undergraduate and graduate)
regard the availability of faculty to students to be a strength within the program.
Students generally regard the standard of teaching performance to be high. In
addition, the faculty demonstrates rigor in assessment of student learning; a
number of years ago, _the department adopted a grading standards policy, which
was intended to maintain rigor in assessment of learning, and faculty generally
adhere to that policy.
Second, the department's faculty is active in research and grant-writing
activities. At least one-third of the department's faculty produces multiple
scholarly publications each year and regularly present research results at
professional meetings. Each year, the faculty in Speech Communication
receives several intramural awards to support research activities.
Third, the faculty is active professionally. At least one-third of the
faculty regularly hold offices in professional organizations, and nearly all the
faculty are active members of their professional organizations.
Fourth, the collegiality in the departments is strong. Faculty members
get along well and respect others and their respective areas of expertise.
Weaknesses:
The primary weakness in the department's faculty continues to
be low morale. Heavy teaching loads, a heavy load of thesis advisement on
some of the faculty, and a heavy burden of committee assignments in a threedepartment school have taken their toll. Added to this are the relatively low
level of support for research and professional travel and the low level of routine,
daily support for instructional technology in the department. In addition, the loss
of faculty over the last seven years has been difficult on morale for faculty
members and students alike. The deaths of Professor Bill Gudykunst in 2005and
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Professor Richard Wiseman (2003-2004 Outstanding Professor and 2005 Wang
Award Recipient) in 2006 have created a void in the department, particularly in
the Intercultural Communication area.
A second wealrness in the department is that the ethnic diversity of the
faculty in Speech Communication does not reflect the diversity of the
university's student population or the diversity that we aim to achieve within the
department's degree programs. While we believe it is possible to increase the
diversity among our majors, it may not be possible to achieve a diversity that
mirrors that of the university's student population without a more diverse
faculty. This was found to be true in the department's Communicative Disorders
Program; when the diversity of the faculty increased, the diversity among ihe
program's majors soon increased proportionately.
A third wealrness in the department is that some faculty members are not
as active in research as they could be. Not everyone can reach the standards of
Bill Gudykunst, Rich Wiseman, or Stella Ting-Toomey but we need to find ways
to encourage faculty to become more active in research.
Opportunities: There are significant opportunities outside of the department for
support of some of the activities listed in the section on wealrnesses. There are
extramural funding opportunities to faculty, several of whom have received
multiple grants. Support evolving from these activities could help with various
research expenses, including personnel costs for research assistance and travel to
professional conferences. Support could also be used to reduce teaching loads
for persons involved in funded activities. We have been relatively successful in
winning such support but a relatively small number of faculty members apply for
such support each year.
We have had several faculty members retire and join the Faculty Early
Retirement Program (FERP). Professor Robert Emry completed his five-year
period in the FERP in June, 2006. Professors Norman Page and Elizabeth
Mechling will be completing their FERP in June 2009. Consequently, we should
have the opportunity to argue for new tenure lines in key areas.
Threats: There are three primary threats to our faculty. One is the threat of
"burn out." The teaching load, research activities, committee assignments,
various administrative assignments, and advisement activities have created in
some the feeling of isolation from colleagues and of low morale. A second
threat relates to the cost of living in the Orange County Region which is
significantly higher than in most parts of the country. This situation, combined
with the relatively low salaries (the third threat), makes it increasingly difficult
to keep our current faculty or to recruit new faculty members. Several potential
applicants have turned down requests for interviews because of the heavy
teaching load, high cost of living; and low salaries.
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2.
Curriculum
Strengths: The centrality of the field to academic studies and the potential for
significant growth in the number of majors are major strengths of the program.
The development of effective communication is regularly listed as a priority in
business, industry, and government. Furthermore, the growth in communication
specialties as a professional area has suggested a strong need for studies in
human communication. Almost regardless of their academic majors, students
recognize the importance of effective communication skills to help them get and
keep positions in their career areas. When partnered with other disciplines (e.g.,
Business), our appeal to students is enhanced even further. For example, the
cross-unit collaboration (Dr. Matz from our department) with the College of
Business and partnership with Target Corporation promoted the integration of
knowledge with the development of communication skills, values, professional
ethics, teamwork, leadership, and citizenship skills necessary for students to
make meaningful contributions to business and society.
Another curricular strength of the department is its centrality to the
university's general education program. HCOM 100 (Introduction to Human
Communication) and HCOM 102 (Public Speaking) satisfy the oral
communication requirement of the general education program for approximately
3,400 undergraduate students each year. HCOM 235 (Essentials of
Argumentation) satisfies critical thinking requirements for almost 400
undergraduate students each year. Finally, HCOM 320 (Intercultural
Communication) satisfies a cultural diversity requirement for approximately 500
students each year. These courses satisfy general education requirements each
year from more than 4,200 undergraduate students.
Weaknesses: The faculty has expressed several concerns collectively that
revolve around curriculum. At the center of these concerns is a pattern of
declining enrollment. The table in Appendix C shows that the total enrollment
in the degree programs (graduate and undergraduate combined) has grown from
146 in Spring 1999, the time of the last PPR, to 183 in Spring 2007. This is a
growth of 25% in enrollment. However, during the same period the total
university enrollment has grown by 37%. Thus, the ratio (jf our program's
majors to total university enrollment has declined by 10% from 0.57% of total
university enrollment to 0.52%. The decline is made up entirely by a decline in
undergraduate enrollment, not graduate enrollment in the program.
The faculty feels that there are two underlying factors over which there
can be control. One is the content of the curriculum, which may not be attractive
to prospective undergraduate majors. One of the goals articulated in a later
section of this report addresses the need to make changes in the curriculum.
These changes should be made in response to (1) student needs; i.e., classes that
students see as important to their personal, academic, and professional goals and
(2) curricular coherence and responsiveness to current trends in the discipline.
We have continued to add classes that faculty members see as important to their
particular teaching and research interests but we have not eliminated any classes.
We still need to evaluate the overall curriculum, however, to ensure its relevance
and importance. A second concern has to do with the marketing of the major.
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One key problem in marketing the major was the name of the department which
has now been changed from "Speech Communication" to "Human
Communication Studies." The current name of the degree remains "Speech
Communication" but we are in the process of attempting to change this to
"Human Communication Studies." "Speech communication" simply does not
capture the nature of the curriculum nor the kinds of career opportunities, such
as mediation, relational communication, or health communication, that are open
to graduates of the programs. Fewer than 15 percent of the courses in
communication and theory include "speech" in the title.
Related to curriculum is the issue of class scheduling. Student feedback
has been critical of class scheduling patterns. Students have complained that
needed classes are in conflict with each other in the class schedule, of inadequate
flexibility in the scheduling of required and elective classes, and of inadequate
evening classes to meet the needs of the large proportion of students who are
employed full-time. An additional long-term goal (3.d.) was developed to
address the issue of scheduling.
Finally, the two areas within the department could share significant areas
of curriculum and have done so in the past. Yet, there has been a gradual
separation of curriculum over the last ten years. Even those classes that are
required for degrees in both majors (HCOM 300: Introduction to Research in
Speech Communication; HCOM 500: Speech Communication Research) are
now typically partitioned by major with faculty from each of the two areas
teaching only students in their own degree program. This separation has been
primarily in response to student comments about the difficulty in application of
research methodologies to issues other than those drawn directly from the
discipline. The result is that the two programs share essentially no curriculum at
this point.
Opportunities: The Speech Communication Program have opportunities to form
stronger, more productive relationships with business, industry, government, and
other community organizations. Such relationships have been of value to both
programs over the years. Partnering with community organizations could be of
significant value to both programs in revising and updating curriculum to
maximize the career value of the degrees. The Town Hall meetings (initiated
and directed by Professor Robert Emry) have been very successful in generating
discussion of significant social issues. Projects by our graduate students can also
provide opportunities to connect with the community. For example, the "Local
Champions" graduate project (a community partnership with St. Jude Medical
Center) is designed to better communicate prenatal information to the "West
Fullerton" community.
There is significant opportunity for the program to increase it role in the
liberal education of non-majors as well as to increase its attractiveness to
prospective majors because of the importance of communication in today's
complex society and because of the importance of understanding the influences
of cultural and linguistic diversity on communication.
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In addition, the Speech Communication Program had considerable
opportunity to collaborate with the community in such areas as conflict
mediation. There has been some initial consideration of creating a "Center for
Conflict Management" and a "Communication Training and Development
Center," which could be of value to the department, the university, and the
community. The opportunities to collaborate with the community on issues of
mutual interest can and should provide opportunities to renew and update the
curriculum to provide our graduates with the communication knowledge and
skills that will maximize their value to business, industry, government, and other
community organizations.
Threats: The heavy commitment of the department to the university's general
education program does have the potential to also pose a threat. Approximately
60% of the department's FfES involves general education courses. Any
changes of significance to general education requirements, either at the system or
the local level, could have profound effects on the department. The department
needs to work in a proactive manner to ensure that its curriculum continues to
form an important component of the general education program and that it
updates and revises its own curriculum as the needs of the general education
program change across time.
3.
Students
Strengths: Advancement of student achievement and the overall level of student
quality is a strength of the program. Students are regularly prepared to pursue
advanced studies, including doctoral-level work. At least 25 students who
completed the graduate program in Speech Communication have gone on for
doctoral studies, and many students in the forensics program have pursued
advanced professional degrees, particularly in law. Faculty mentoring of
students has been noteworthy. This effort has shown significant results as
students have been guided through successful research activities resulting in
publications, convention presentations, and receipt of honors such as thesis
awards and honors for work presented at conferences. Students have also
participated actively in the development of programs for students. One prime
example is the development of the Peer Advisement Center for students in
Speech Communication, which was developed jointly by faculty and students
and that is, as the title indicates, staffed by students in the program.
In addition to the quality of student achievements, the department has
been successful in its effort to recruit students from under-represented ethnic
groups. Over the past seven years from Fall, 1999, through Fall, 2006, the
percentage of majors in Speech Communication who are from under-represented
ethnic groups has increased from 24% to 38%. This ratio still lags behind that of
the university, which is 57% non-white. Thus, it continues to be a goal of the
program to increase the ethnic diversity of its majors to mirror that of the
university as a whole and, indeed, to mirror that of the community.
The Forensics Program stands as a prime example of student strengths.
Last year was one of the most successful seasons in the history of the program.
The CSU-Fullerton forensics program was selected last year as one of the top 16
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programs in the nation. The defeated such nationally ranked teams as Harvard,
Emory, Georgetown, Michigan State, Northwestern, Dartmouth, and the
University of Southern California. This marks the 6th consecutive year that we
have finished in the top 16 in the nation, either in end-of-season rankings or
fmishes at national tournaments. We also had a number oflocal and regional
successes, including First Place at the CSU, Northridge tournament. Overall, the
squad received over 50 awards, including 5 frrst-place awards, and Brenda
Montes was named the Debater of the Year by the Cross Examination Debate
Association.
Weakness: The faculty has perceived a gradual decline in the writing skills of
students, particularly in the undergraduate program. This has been complicated
by the growth of SFR and large classes, which makes it more difficult to address
this issue. We do not have a programmatic strategy for the assessment of
writing and it is not, therefore, possible at this time to assess the effects of any
curricular or programmatic changes designed to foster an improvement in writing
skills among our students. This issue is addressed through a goal in a subsequent
section of the report. Currently, there is a writing tutor in the College of
Communications which may alleviate this concern to some degree.
Opportunities: Because ofthe etlmic, cultural, and linguistic diversity of the
student population at CSUF, the program has tremendous opportunity to increase
the diversity of the majors within the programs. The program has made strides
in increasing the diversity of majors, as indicated in a previous section. The
university's diversity composition provides an inherent opportunity for the
department to increase the diversity among its majors. The focus of several of
the faculty on intercultural communication provides an additional opportunity to
increase the diversity among our own majors as well.
Threats: Students' perception of the career opportunities available to them with
a degree in Speech Communication poses a threat to the department. Students do
not necessarily see a link between the knowledge and skills they acquire in their
major and specific career opportunities. More than that, they perceive that others
do not see the link.
4.
Material Resources
Strengths: One ofthe strengths in the department's materials resources is a
strength of every program on campus now: the Computer Roll Out program,
which has put networked computers in the office of every faculty and staff
member, and the Faculty Development Center, which is available to ensure that
every faculty member has the opportunity to learn how to use the technology that
is available to them. The SMART classrooms also have been instrumental in
linking technology with pedagogical design and delivery.
Weaknesses: The primary weakness is delays in repairs caused by the heavy
workload of the College of Communications' Information Technology
Consultants. The instructional technology in several of our classrooms must be
maintained and repaired within the college; these classrooms are not included in
the university's system for supporting the SMART classrooms. Some of the
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department's equipment is unavailable at times because of breakdowns, various
kinds of interfacing problems, lack of knowledge on components that are needed
to make systems work, etc.
In addition, there is insufficient availability of multi-station computer
labs for instructional purposes. The School of Communication has two such
labs, but there is greater demand than there is availability. One course in
particular would be better taught in such labs: HCOM 308 Introduction to
Research in Speech. Yet, at times, there is insufficient availability to schedule
either class on a consistent basis in one of the available labs in our building.
Opportunities: There are significant opportunities for all faculty members to
maximize their ability to use the Roll Out Computers to enhance their
performance in teaching and research.
Threats: The lack of access to large, technologically advanced classrooms,
multimedia presentation equipment for all classrooms, and consistent access to
technology assistance within the department serve to reduce faculty motivation
to begin to use all that is available to them.
5.
Community Outreach
Strengths: The level of outreach into the community has been strong. The
Southern California Urban Debate League (SCUDL) is an example of outreach.
This innovative program, founded in 1997, teams the department's forensic
coaches and debaters with students from Santa Ana and other area High Schools,
where dropout rates exceed 60 percent. Each year, the team has participated in
numerous competitions hosted by the Orange County Speech League and by
various colleges and universities. The SCUDL performance at last year's state
qualifier is typical: three out of five teams that qualified for the state tournament
were SCUDL teams. Absent SCUDL efforts, the schools involved would not
even be able to field debate teams.
Another example of outreach is the Center for Community Dialogue. With
approval and support of the President's Administrative Board, the Center for
Community Dialogue was established to maintain and expand the commitment
made nearly a decade ago by the university to facilitate a dialogue on issues
central to the quality oflife in Southern California. Through the efforts of Dr.
Robert Emry, Emeritus Professor, Department of Human Communication
Studies, and Owen Holmes, Associate Vice President for Public Affairs and
Government Relations, the Center has devoted significant effort to creating
forums for public dialogue on key issues. These forums position Cal State
Fullerton in a leadership role on finding solutions to important issues and in
building a sense of community in an ever increasingly diverse society. The
"Our Divided Political Culture" series that has been put on since 2004 has
addressed (a) The Patriot Act, (b) Environment and Development, (c) Same-Sex
Marriage, (d) Immigration, and (e) The Death Penalty. The events have attracted
live audiences of up to 800.
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Since 2005, HCOM 435 has been actively engaged in the West Fullerton
community. A study by the Public Policy Institute of California, entitled The
Ties that Bind: Changing Demographics and Civic Engagement, found that the
new immigrant is not fully participating in American civic life. Because of this
lack of participation, the new immigrant community's agenda does not become a
part of the statewide, regional or local policy and or resource allocation dialogue.
This results in a lack of public policy choice and/or resources devoted to meet
these communities unique hopes and aspirations. Drs. Emery and Holmes' work
in West Fullerton attempts to resolve this lack of participation by collecting
stories of hope and civic renewal from an isolated immigrant community, West
Fullerton. Guided by this approach to community building, Drs. Emery and
Holmes worked with the West Fullerton Improvement Committee to identify 10
persons who were providing positive leadership in the community. These ten
people were interviewed and videotaped by students enrolled in HCOM 435. The
interviews were analyzed to identify themes and the videotaped interviews were
used to create a IS-minute video capturing the multifaceted nature of this
community. In addition, this video has been used in a civic congress as a
catalyst for identifying community-based issues. The civic congress discussions
resulted in the community reaching consensus on twenty-one next steps such as
finding opportunities for civic engagement for teens and preteens to
strengthening existing resident groups. Both the video and the result of the civic
congress were discussed in a town hall on campus in the fall of 2005.
Weaknesses: The primary weakness of the outreach programs is support. There
is significant value in each of these programs. All tend to keep the faculty at the
cutting edge of their discipline, some offer research and practical experiential
training opportunities to faculty and/or students, and all offer direct benefits to
the community. But some of the programs do not have on-going. support, and
faculty members sometimes must divide their time and attention between these
outreach activities and their other responsibilities at the university.
Opportunities: There are many opportunities for outreach, and many of these
opportunities can result in substantial contribution to the department and the
university's mission and goals. The greatest opportunities, however, lie in the
outreach activities that have the greatest chance of becoming self-supporting or
of finding a continuous source of support. The department needs to search for
other opportunities that can directly enhance mission of the university in
education, research, and outreach, and can at the same time become selfsupporting so as to not drain department budget and not bum out our faculty.
Threats: The primary threats posed by the outreach activities are their potential
for contributing to faculty burnout. Previous sections have pointed out the value
to the department, university, and community brought about by the outreach
activities. But if the activities do not have a continuous source of support,
continuation of the program is usually at the expense of faculty in terms of time
and sometimes in terms of money as well. We seriously risk losing faculty who
ultimately bum out as a result of over-extending themselves in outreach
activities.
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B.
Assessment of the Department's Leverage, Constraints, Vulnerabilities, and
Problems Based on SWOT Analysis
The department's leverage is best expressed in terms of the content and focus of its
curriculum. Students learn in the department's general education courses both theory and skills
that are one mark of a liberally educated person.. Persons seeking degrees in Human
Communication Studies may acquire knowledge and skills that are highly valued by employers
and that form an excellent basis for advanced study and professional study in disciplines that
require an exceptional level of communicative skills, e.g., law. In addition, the faculty provides
leverage. We have a number of faculty who are producing scholarly level work in a prodigious
manner. This fact distinguishes the department outside of the university, and it positions the
department well inside the university for continuing to make a contribution that is especially
relevant in California with its diverse society and the resulting rapid evolution of its social,
business, and economic structures. This combination of features of the department probably best
summarizes the leverage of the department.
The constraints stem from two resource issues. First, there is a heightened sense that
faculty feel overloaded. Some of this comes from the fact that the department exists with just
two other departments in the College of Communication. This position gives rise to certain
opportunities, but it also gives rise to greater demands for participation in committee work and
for doing the work that must be done in order to completely realize the advantages of being in a
smaller school. All seem to agree that the 4-4 teaching load and the requirements for research
are already heavy without the demands for additional school-level governance activities. Some
of the sense of being overloaded probably results from the budget constraints that have existed
since the beginning of this decade. The loss of faculty over the last seven years and the difficulty
in hiring new faculty have weakened the department and increased the workload of the remaining
faculty.
Vulnerabilities lie primarily in any failure to update curriculum or to adopt modem
approaches to assessment ofleaming outcomes. Failure in either area would reduce our ability
as a department to position ourselves as important contributors to the general education program
and to maximize the value of our degree to our majors. We do also have significant vulnerability
if we fail in our recruitment of excellent new faculty members.
C.
Analysis of Use of Leverage to Minimize Constraints, Vulnerabilities, and Problems
The best way to use our leverage is to ensure that we have the best curriculum possible
and to be able to demonstrate that through a variety of outcomes measurement tools, including
measures for the general education components of our curriculum and for our undergraduate and
graduate degree programs. We have completed an assessment of two of our courses (HCOM 308
and HCOM 500) and are currently designing assessment strategies for two of our G.E. courses
(HCOM 100 and HCOM 102). We also should attempt to find better ways to support research
and scholarly activities by our faculty, and we should work hard to find outside support for our
activities as a department in the form of extramural research and training grants and intramural
grants at every opportunity.
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D.
Assessment of Department's SWOT Analysis for the Implementation of the
University's Mission, Goals, and Strategies
Results of the SWOT analysis suggest that the department's contribution to the
University's Mission, Goals, and Strategies can be enhanced by (1) developing educational
outcomes measures and implementing outcomes assessment processes for the departments
general education courses, (2) completing the first assessment of educational outcomes of the
program's B.A. and M.A. degree programs as the basis for the continuous improvement and
updating of curriculum, (3) finding sources of support for the department's various outreach
programs, (4) identifying strategies and sources of support to enhance the development,
recruitment, and retention of faculty, and (5) continue to use every opportunity to improve the
availability of educational technology to improve both the quality and efficiency of instruction in
the department.
II.
Department's Goals in Relationship to the University's Mission, Goals, and
Strategies
A.
Department's Missions, Goals, and Strategies
1.
Mission
The mission of the department is to provide students with an
understanding of communicative processes, both normal and disordered, in a
culturally diverse society. Built upon this understanding is the learning of skills
ranging from effective public speaking skills to assessment, diagnosis, and
treatment of clinical disorders of communication. Finally, advancement of
Imowledge about normal and disordered communicative processes is an integral
part of the department's mission.
2.
Goals
The goals of the Speech Communication program, as they were revised
in 1999, are now divided into two parts: those for the department as a whole and
those for the Speech Communication Program.
a.
Goals of the Department
1.
To provide Imowledge of the ways that humans are linked by the
production, reception, context, treatment, and evaluation of messages.
2.
To provide students with theoretical understandings and
competencies that enable them critically to assess and affect social
interactions.
3.
To advance the understanding ofhuman communication theories
and processes through research.
4.
To sensitize students to cultural influences on communication
processes.
5.
To promote the visibility and availability of quality professional
services in speech communication.
6.
To enhance the visibility and availability of quality professional
services in speech communication.
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b.
Goals of the Speech Communication Program
1.
To provide students with an understanding of human
communication processes enabling them to evaluate and affect their
communication environment.
2.
To develop the interpersonal, analytical, critical, and
presentation skills of students and to prepare them to function in an array
of settings.
3.
To train communication professionals who can develop, plan,
and manage programs intended to improve the quality of human
communication in education, business, government, or community
settings.
4.
To advance liberal arts education by preparing students to be
able to posit and defend cogent arguments, to engage in rational
decision-making, and to assume the responsibilities of a well-educated
and informed citizenry.
5.
To prepare students for advanced theoretical and applied study
and research in the discipline of speech communication or in allied
fields, such as business, government, law, politics, public administration
or relations, the ministry, and the helping professions.
6.
To develop students' critical thinking abilities as preparation for
exercising democratic responsibilities and assuming positions of
leadership.
7.
To promote effective intercultural communication for the
purpose of improving cultural sensitivity and respect.
8.
To promote responsible freedom of speech and social
accountability.
B.
Relationship Between SWOT Analysis and University's Mission, Goals, and
Strategies
The Speech Communication Program has demonstrated strength as well as areas that
need improvement in relation to the University's Goals as follows:
I.
To ensure the preeminence of learning, the program has shown strength in the
research and scholarly activity of faculty and in engaging students in the process of
creating lmowledge and beginning to utilize instructional technology to improve
learning, both in terms of quality and efficiency. The program needs to improve in
developing learning outcomes measures and using the results obtained with those
measures to continuously improve the learning that takes place in its general education
and degree programs.
n.
To provide high quality programs that meet the evolving needs of students,
community, and region, the Speech Communication Program has contributed to the
university's general education program, made a very major commitment to fostering
understanding of multi cultural issues among students in general education courses and in
courses for majors, provided students with a diversity of extemship opportunities.
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The department needs to be proactive in anticipating change and participating in the
planning process as the University's general education improves and evolves across time.
m.
To enhance scholarly and creative activities, the Speech Communication
Program has been fortunate to have a few very prodigious scholars, and it has made
attempts to support research and scholarly activities through by providing release time,
especially to new faculty members. The department needs to expand its commitment to
supporting faculty scholarship by increasing efficiency in its teaching mission and by
applying the benefits of greater efficiency to the support of faculty research and
scholarship.
IV.
To make collaboration integral to our activities, the program will continue its
history of collaboration between faculty and students in the creation of knowledge and
continue to encourage and recognize interdisciplinary and cross-unit collaboration.
V.
To create an environment where all students have the opportunity to
succeed, the Speech Communication Program has made strides in increasing the ethnic
diversity among its majors. Progress is still needed, however, as the diversity among our
majors is less than that of the university. In addition, we have not attained a level of
ethnic diversity among our faculty that is most likely needed to increase further the
diversity among our majors.
VI.
To increase external support for university programs and priorities, the
program will continue to seek support from the community for support of programs such
as SCUDL, its forensics program, and its student scholarship programs. External support
for these three programs combined has increased almost every year over the past seven
years. However, SCUDL remains at significant risk and is badly in need of a very
significant increase in external support. The College of Communications includes SCUDL
as one of the two targets within the department for its college-level advancement efforts.
vn.
To expand connections and partnerships with our region, the department has
shown continuous efforts over each of the last seven years to host a variety of major
educational and cultural events and to form relationships with various agencies and
businesses in the community, many of which serve our students as externship sites and
our faculty as sites for research and other sorts of collaboration. The Speech
Communication Program should seek ways to share the expertise of its faculty with the
community in ways that bring support back to the university that enhances it goals for
learning and creation ofk:nowledge.
vm.
To strengthen institutional effectiveness, collegial governance and our sense
of community, the program has begun the work of self-assessment, but it does not yet
have a culture of continuous self-assessment in which the results of objective
programmatic assessment affect program planning and decision-making.
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ill.
Previous Long-term Plan
The long-term plan and strategies are shown below together with the progress toward
achieving the goals. The goals were developed as a result of the last Program
Performance Review in 1998. That review included both the communicative disorders
degree program and the speech communication degree program. The goals that relate to
the communicative disorders program have been removed.
1.
To ensure that department's curriculum meets the changing needs of its majors
for lmowledge and skills in the area of human communication, we will:
a.
Develop specific learning outcome measures for the undergraduate and
graduate degree programs in Speech Communication.
b.
Regularly and continuously conduct studies of outcomes using the
measures developed in l.a..
c.
Conduct periodic assessment of the needs ofbusiness, industry, and
governmental organizations within the community regarding graduates'
lmowledge and skills in the area of human communication.
d.
Make changes in curriculum and degree requirements based on results
obtained from strategies l.b. and l.c..
Outcomes: The department has developed learning outcomes for the
undergraduate and graduate degree programs in Speech Communication (see
Section IV.A.}. The program started the process of assessing outcomes on goals
at the undergraduate and graduate programs in 2005-2006. The results are
reported in section IV.B. The program has not yet used the results to make
changes in the curriculum, but there is a growing understanding that such data
will serve the program well in guiding curricular changes. Further, there is a
commitment to expanding the assessment process to include all of the learning
goals. At the same time, there is a concern about the cost of such an assessment
program. The faculty has a heavy teaching load, and the responsibilities for
scholarly research productivity, student advisement, and committee work leave
little time for assessment activities, which are not currently supported within the
department in any tangible way. The program continues to make curricular
changes based on faculty input. The program has updated curriculum (HCOM
331 Sex and Gender in Communication; HCOM 432 Contemporary Rhetoric;
HCOM 509 Qualitative Research Methods), generated new curriculum (HCOM
425 Health Communication1; HCOM 440 The Dark Side of Communication),
and formulated a new minor in Conflict Communication3 •
2.
2
3
To ensure that the department's program meets the changing needs of the
university's general education program, we will:
a.
Develop specific learning outcome measures for the general education
curriculum in the department.
b.
Regularly and continuously conduct studies of educational outcomes is
the measures developed in 2.a..
Special course proposal.
Currently under review at the university level in Academic Programs.
14
c.
Make changes in curriculum based on results obtained in 2.b. and on
new standards and criteria for the general education program as articulated by
the University.
Outcomes: One of the goals for 2006-2007 is to develop measurable outcome
goals and a process for measuring them in HCOM 100 and 102. This project is
currently underway. It has proven to be a challenge to develop a system that
can be done in an efficient way, however, because of the large enrollment in
those classes each year (3,377 in 2006-2007).
3.
To attain an ethnic mix among the department's majors that mirrors that of the
university as a whole, we will:
a.
Recruit at least two faculty members within the Speech Communication
Program from an ethnically diverse background.
b.
Conduct at least one survey of current majors in speech communication
to identify barriers to success in the degree programs for persons from diverse
ethnic backgrounds.
c.
Formulate changes in recruitment, advising, and retention procedures
based on 3.b. and continue to conduct surveys on a regular basis until the ethnic
diversity of the degree program is the same as that of the university as a whole.
Outcome: The program has attempted to recruit a diverse faculty.
Unfortunately, we have not been successful in increasing the diversity of our
full-time faculty; only one of our full-time faculty members is from an underrepresented group, and she has been on our faculty for 15 years. We have been
partially successful in recruiting a diverse part-time faculty (6 of 35 in Spring of
2007) and a diverse group ofTeaching Associates (4 of 16 in Spring 2007).
More importantly, we have been successful in increasing the diversity among
our Speech Communication majors from 24% in Falll999 to 38% in Fall2006.
It will remain a goal to continue to increase the diversity among our majors until
it matches the diversity of the university's student body (57% in Fall2006). One
of the most important strategies for achieving this goal is to recruit and retain
additional faculty members from under-represented groups until the diversity of
the faculty mirrors that of the larger community and the university's student
body.
4.
To ensure that the department provides high quality programs with
maximal efficiency and productivity, we will:
a.
Identify additional classes that can be effectively taught in larger
classrooms through the use of advanced instructional technology and alternative
teaching strategies.
b.
Conduct studies of educational outcomes of classes targeted in 4.a. to
ensure that increasing size of classes does not adversely affect educational
outcomes.
c.
Utilize advantages gained by enlarging some class sizes to increase the
quality of teaching and learning in skills-based courses that require smaller
classes and, in so doing, maintain an SFR that is no greater than the current SFR.
Outcomes: This goal has been dropped. The program offers large sections of
HCOM 320 but the faculty has elected not to teach other curriculum in large
15
sections. The consensus is that most of the curriculum is better taught in smaller
sections because of significant components of skill-building activities, critical
thinking/writing activities, or both in nearly all of the program's curriculum.
5.
To ensure that the program expands connections and partnerships with the
community, we will:
a.
Identify strategies for support of such programs.
b.
Start and continue programs only when an adequate level of support can
be obtained for the program.
Outcome: The College of Communications has focused its advancement efforts
on two programs within the Department of Human Communication Studies. One
is in Communicative Disorders and the second is in Speech Communication: the
SCUDL program (See Section LA.5. for description). In addition, Advancement
has focused on the department's forensics program and on student scholarships.
SCUDL has received a total of $277,62 7 in outside support over the period of
this report since 1999. Most of that ($266,517) has come in the form oftwo
large grants from the Open Society Institute. The balance of this has come from
smaller donations. The College of Communications has provides some support
for the program by partially funding a full-time lectureship with responsibility
for providing administrative support for SCUDL. Although Advancement has
focused on SCUDL for three years now, the amount of support over the last two
years is small ($425), and continuation of the program has put a tremendous
strain on the faculty who are primarily responsible for the program (Professor
Jon Bruschke and Lecturer Denise Frye).
The forensic program has also received support from the community in the form
of donations. Donations to the program have increased from $4,000 in 1999 to
$11,120 in 2006for a total of$42,900 over the period of this report since 1999.
The department has received support from the community for its student
scholarship program as well, and that support has increased in most years
during the period covered by this report. We received $240 for scholarships in
1999 and $11,775 in 2006for a total of$33,283.51 over the period covered by
the report since 1999.
6.
To ensure adequate support of faculty development, we will:
a.
Provide 3 WTU of released time on for new tenure-track faculty in their
first two years.
b.
Develop a mentoring program for new faculty.
c.
Utilize advantages gained through the enlarging some class sizes to
provide released time for promising faculty development activities.
Outcome: Release time is agreed upon at the time an offer is made to a tenure
trackfaculty members. In each case over the last seven years, 3 W1V of
released time for the first two semesters has been a part of the agreement.
Typically, a third semester is offered as well and the fourth semester is expected
to be obtained through an intramural grant in the spring semester of the second
year.
16
The department has complied with the university requirement that all new tenure
track faculty members be assigned a mentor early in their first year. We have
followed the process in UPS 210.000 Faculty Personnel Policy and Procedures
(Section V.C.3.) since the university policy concerning mentors became effective.
Mentors participate in formulating new faculty members' Developmental
Narratives and, generally, they provide a good deal of assistance in development
of teaching, research, and service performance as well. All of our untenured
tenure track faculty members have mentors.
The department has not added additional sections of large classes and has not,
therefore, gained the additional efficiency that would be necessary to offer
additional released time beyond the level that is described here.
7.
To increase external support for the department, we will:
a.
Obtain at least six intramural grants in support of research each year.
Outcome: Our faculty members, especially probationary faculty members, have
been consistent in applying for intramural grants. On average, faculty within
the department receives a total of six intramural grants of various kinds during
the course of each year over the period covered by this report.
IV.
Special Topics
A.
Student Learning Goals
B.A. Degree in Speech Communication-Student Learning Goals
1.
The student will be able to adapt a persuasive message to the audience'
frame of reference, arrange the points into a hierarchy of coordinate and
subordinate points, and display appropriate message-enhancing nonverbal
behaviors. (University Goals I.A., I.B., I.D.II.B., and II.D.)
2.
The student will be able to identify the basic elements of an argument, such
as the claim, grounds, and warrant, to apply the basis "tests of evidence" to
the proof or support offered by an advocate, and identify common fallacies
in reasoning. (University Goals I.A., I.B., I.D., and II.B.)
3.
The student will demonstrate knowledge ofbasis postulates, theories, and
models of human communication. (University Goals I.A., I.B., I.D., and
II.B.)
4.
The student will demonstrate knowledge of the basis stock issues associated
with propositions of value and propositions of policy and to advance an
argumentative case, refute and opponent's case, and extend his or her own
arguments. (University Goals I.A., I.B., I.D., and II.B.)
5.
The student will be able to distinguish between an independent and a
dependent variable in an experimental investigation and to identify the
17
basic threats to validity in controlled laboratory investigations. (University
Goals LA., I.B., I.D., and II.B.)
6.
The student will be able to demonstrate lmowledge of communication
research objectives and methods, utilize library resources to access
appropriate scholarly information, and to develop and reference persuasive
scholarly arguments in writing. (University Goals I.A., I.B., I.D., and II.B.)
7.
The student will be able to identify and analyze core cultural value
dimensions that shape communication behaviors. (University Goals I.A.,
I.B., I.D., II.B., and II.D.)
M.A. Degree in Speech Communication-Student Learning Goals
B.
1.
The student will demonstrate lmowledge of prevailing theories and models
of communication. (University Goals LA., LB., LD., and II.B.)
2.
The student will demonstrate lmowledge of communication variables,
concepts, principles, processes, and phenomena and their role and impact
on communication encounters. (University Goals I.A., I.B., I.D., and II.B.)
3.
The student will demonstrate detailed knowledge within two concentrations
of study: argumentation, persuasion, intercultural communication,
interpersonal communication, rhetorical theory, rhetorical criticism, small
group communication, or organizational communication. (University Goals
I.A., LB., I.D., and II.B.)
4.
The student will demonstrate the ability to read, understand, evaluate, and
critique scholarly research in the field of communication. (University
Goals LA., LB., LD., and II.B.)
5.
The student will demonstrate the ability to understand both qualitative and
quantitative research methods as they apply to the study of communication.
(University Goals I.A., LB., LD., and II.B.)
6.
The student will demonstrate the ability to recognize and appreciate the
ethical issues surrounding the study and practice of Communication.
(University Goals I.A., LB., LD., and II.B.)
Student Learning Outcomes
Learning Goals were formulated in 2003-2004 and in 2004-2005. Outcomes were
measured for two of the goals starting in 2005-2006 with results as shown below.
Our plan is to develop measures for additional goals each year and to utilize the
outcome results as they become available in planning for faculty positions,
changing degree requirements, adding new curriculum, and deleting or updating
existing curriculum.
18
The student will be able to distinguish between an independent and a dependent
variable in an experimental investigation and to identify the basic threats to
validity in controlled laboratory investigations.
Results: The fmal exam in HCOM 308 (Quantitative Research Methods)
included imbedded questions intended to assess student competency
relative to this learning goal. Nine items assessed ability to comprehend
the methods section of a research report. Overall correct rate was 82.7
percent. Fifteen items assessed ability to interpret an SPSS printout
correctly. Overall correct rate was 80.9 percent.
The student will be able to demonstrate knowledge of communication research
objectives and methods, utilize library resources to access appropriate scholarly
information, and to develop and reference persuasive scholarly arguments in
writing.
Results: The final exam in HCOM 500 (Research in Speech
Communication) included imbedded questions intended to assess student
competency relative to this goal. Seven items assessed ability to
comprehend the methods section of a research report. Overall correct rate
was 88.3 percent. Fourteen items assessed ability to interpret an SPSS
printout correctly. Overall correct rate was 79.2 percent.
C.
Review of Structural Themes that Reflect Program Capacity
1.
Baccalaureate Unit Requirements (per Chancellor's Office Directive)
The Speech Communication baccalaureate degree requires 120 units and, as
such, is compatible with the system-wide norm for the total units requirement.
2.
Approved Department Personnel Standards (UPS 210.000, sec VI.C.3.g.)
The Department Personnel Standards were reviewed, updated, and approved by
the department on November 10, 2004, and were later approved by the VPAA
on August 12, 2005. Thus, the current Department Personnel Standards have
been reviewed in their entirety and updated within the last two years. A copy is
contained in Appendix E.
3.
Policies on Graduate Committees and Graduate Advisors (UPS 270.102,
Sec. I.B.)
The department reviewed and updated the Department Governance Document
(See Appendix D) in 2005-2006. The updated document was approved on
October 5, 2005. As a part of this review, the sections on graduate advisors,
procedures, and processes were reviewed and updated, which meets the
requirement for periodic review of department policies on graduate committees
and graduate advisors.
The governance document contains sections on the role and responsibilities of
the department's graduate committee (Section m.B.3) and role and
19
responsibilities of the department's two Graduate Advisors, one of whom is the
Graduate Advisor for the master's program in Speech Communication (Section
V.A. 2). In addition, the document contains sections on the selection process
for Graduate Committee members (Section Vll.D.) and on the composition of
the Graduate Committee (Section IX.A.4.c.).
The Graduate Committee and Graduate Advisor meet most of their
responsibilities during the academic year; a few responsibilities remain to be
met by the Graduate Advisor during the summer. The graduate program has
grown from 34-37 at the time of the last Program Performance Review to the 4546 now. The availability of faculty to guide and monitor the Graduate Program
in service either on the Graduate Committee or as the Graduate Advisor has, in
general, been adequate for the size of the program.
The Graduate Advisor receives 3 weighted teaching units of assigned time during
the regular academic year. It is not possible, however, to complete all tasks
required for the program's graduate program during the academic year; some
tasks remain during the summer term, and this is a period that is not compensated
through assigned time. This has at times been a problem, especially during times
when the program's size is larger. For example, the program grew to 65 students
in the fall semester of 2002. This put a strain on all involved, including the
faculty who serve on students' research committees.
4.
Staffing of 500-Level Courses (UPS 270.103, sec. LB.)
The department complies with the College of Communications' Guidelines for
Evaluation of Temporary Faculty (See Appendix F), which was adopted in April
2003. The DPC reviews applications for part-time positions the semester prior
to appointment for any class and makes recommendations for appointment based
on qualifications to teach particular classes. In no case has the committee
recommended a part-time instructor who does not have a doctoral degree in
communication studies. Further evidence as to the seriousness taken in the
assignment of classes is found in the recently-adopted Criteria for Lecturer Range
Elevation (see Appendix G), which requires "a record of refereed publication
relevant to the discipline or other activities that show currency in the field during
the review period."
The program is fortunate to have sufficient doctoral faculty who are tenured or
tenure track. As a result, faculty members are consistently assigned 500-level
courses to teach only within their subdisciplinary area.
D.
Additional Focus on Graduate Programs
The memorandum from Associate Professor Ray Young dated October 26, 2006,
requests that deans invite programs that require only half of study-plan work to
be at the 500 level to address that issue in the Program Performance Review.
According to the memorandum, a feature of the proposed change in UPS
410.106 (Academic Standards for Graduate Degree Students) is that programs
that have only half of the study plan work at the 500 level address that issue in
the Program Performance Review.
20
Appendix H contains the Handbook for the Master of Arts Degree in Speech
Communication showing program requirements that were effective in Spring
2005. The handbook shows that only 9 units of the 30 units of study plan work
may be at the 400 level; 21 units must be at the 500 level.
In addition, the Handbook describes the culminating experience requirements. All
students are required to (a) satisfy 30 units of academic course work
requirements and to pass a written comprehensive examination on general
themes in communication studies and their approved area(s) of concentration, or
(b) satisfy 27 units of academic course work requirements and to complete a 3unit directed graduate research project (HCOM 597), or (c) satisfy 24 units of
academic course work requirements and to complete a 6-unit thesis (HCOM
598A, B, and C).
V.
New Long-Term Plan
A.
Department's New Long-term Plan and Relationship to University Mission,
Goals, and Strategies
The department has eight long-term goals for the Speech Communication
Program. Each of the goals is shown with one or more strategies to achieve the
goal. These strategies support the university's goals as well. The university goal
and strategy supported by each of the program's goals and strategies is listed in
parentheses after the strategy.
1.
To ensure that department's curriculum meets the changing needs of its
majors for knowledge and skills in the area of human communication,
we will:
a.
Develop and implement strategies for assessing students'
progress toward reaching the learning goals that have already been
formulated, both for the undergraduate and the graduate degree programs
(I.A., I.C.).
b.
Conduct periodic assessment of the needs of business, industry,
and governmental organizations within the community regarding
graduates' knowledge and skills in the area ofhuman communication
(I.A., I.C.).
c.
Make changes in curriculum and degree requirements based on
results obtained from strategies l.a. and l.b. (I.A., I.C.).
d.
Formulate a plan to improve writing skills of students who
complete the undergraduate degree in Speech Communication (I.A.,
I.C.).
2.
To ensure the adequacy of our faculty to meet the needs of our majors
and of our general education program, we will:
a.
Recruit a new tenure track faculty member in intercultural
communication (I.E.)
b.
Recruit a new tenure track faculty member in critical-culturalrhetorical studies (I.E.)
21
c.
Recruit a new tenure track faculty member in other areas as
needed to maintain an adequate student-faculty ratio and an adequate
ratio of full-time to part-time faculty members (I.E.)
3.
To ensure that the department's program meets the changing needs of
the university's general education program, we will:
a.
Develop specific learning outcome goals for the general
education curriculum in the department (I.A., I.B., ll.C.).
b.
Regularly and continuously conduct studies of educational
outcomes in student achievement of the goals developed in 3.a. (I.A.,
I.B., ll.C.).
c.
Make changes in curriculum based on results obtained in 3.b.
and on new standards and criteria for the general education program as
articulated by the University (I.A., I.B., ll.C.).
d.
The program will obtain university funding in support of 3 WTU
assigned time for a tenure track faculty member in an elected position
(Coordinator of Assessment of Learning Outcomes) and a 10 hour/week
graduate assistant to conduct studies of learning outcomes, analyze data,
and organize results into reports for the faculty to consider in evaluating
outcomes and making curricular changes.
4.
To increase the number of undergraduate majors at a greater rate than
the growth of the overall university growth rate, we will:
a.
Increase the enrollment in HCOM 437 (Internship: Speech
Communication) to 80% of all undergraduate majors speech
communication (I.A., ll.D., ll.G.)
b.
Review undergraduate curriculum with the goal of adding
learning goals relating to career applications of principles of
communication in courses wherever possible (I.A., I.C., ll.B., ll.D.
c.
Re-activate the student group for majors to serve as a vehicle for
fostering relationships between employers in the community and our
majors (I.A., IV.A., Vll.D., Vlli.G.)
d.
Reduce concurrent scheduling of major classes and increase the
proportion of classes offered after 4:00p.m. (I.A., V.C.).
5.
To attain an ethnic mix among the department's majors that mirrors that
of the university as a whole, we will:
a.
Recruit additional tenure track faculty members with ethnically
diverse backgrounds (I.E., V.B.).
b.
Recruit additional part-time faculty members from ethnically
diverse backgrounds (I.E., V.B.).
c.
Conduct at least one survey of current majors in Speech
Communication to identify barriers to success in the degree programs for
persons from diverse ethnic backgrounds (I.E., V.B.).
d.
Adjust student recruitment, advisement, and student mentoring
strategies according to results obtained in S.c. (I.E., V.B.).
6.
To ensure that the program expands connections and partnerships with
the community, we will:
22
a.
Work closely with University Advancement to increase support
for SCUDL each year for the next seven years (ll.F., V.F., VI.A.,
Vll.D.).
b.
Work closely with University Advancement to increase support
for the forensics program (V.F.).
c.
Work closely with University Advancement to increase support
for student scholarship programs (V.F.).
d.
Develop relationships with additional employers in the
community to serve as internship sites for our undergraduate students
(I.A., ll.D., ll.F., ll.G.).
B.
7.
To ensure adequate support of faculty development, we will:
a.
Provide 3 WTU of released time on for new tenure-track faculty
in their first two years (ill.A., ill.B.).
b.
Continue to improve our mentoring program for new faculty
(ill.D.).
c.
Initiate monthly meetings of faculty and graduate students to
provide a forum for the presentation and discussion research plans, ongoing projects, research results, on-going or potential group research
projects, and strategies for seeking and obtaining support for research
activities (ill.B., ill.D.).
8.
To increase external support for the department, we will:
a.
Obtain at least six intramural grants in support of research each
year (ill.A.,VI.D.)
Explanation of Evidence to be Used in Measuring Department's Results in
Pursuit of the Goals
The long-term goals for the goals are generally measurable and the nature of the
measurement is implied in the wording of the goal itself.
C.
Long-term Budget in Relation to Goals, Strategies, and their Effectiveness
Indicators
No significant change in the budget is needed to achieve the stated goals with two
exceptions. The faculty believes that assessment of student learning is an
important task and a large task. As such, it is deserving of support from the
university. The task of measuring learning outcomes among majors is large but
achievable. We are in the process of achieving Goal l.a., l.b., and I.e.. In
reference to assessment of the general education program, Goal3.a. is achievable
without additional funding. Goal3.c. is achievable as well, but only ifGoal3.b.
is achieved first, and Goal3.b. will require a good deal of time and effort to
initiate and to maintain on an on-going basis in a meaningful way. Achievement
Goal3.d. will have an annual cost of approximately $12,000 per year in labor
and $1,000 in operating expenses.
The second exception involves additional released time for probationary faculty
(Goal 7.a.). The college has been quite successful in providing released time for
23
the ftrst year, and it has been partially successful in providing it for the second
year. However, recruitment and retention have become more and more difficult.
The high cost of living in Orange County is exceptionally high, our teaching load
is high, and the demands for scholarly productivity are relatively high for a
comprehensive university as well. These factors combine to make recruitment a
great challenge for us. In fact, the program has failed in at least two searches for
tenure track faculty in three of the last seven years. The provision of a full two
years of released time would be extremely useful and could be provided for
approximately $3,700 per year in additional expenses.
The other goals can be achieved mostly through a reallocation of our existing
resources, which comes largely in the form of faculty time and labor.
Enhancement of faculty salaries, as appears to be a likely reality at the time of
this writing, will be tremendously helpful in encouraging faculty and in
improving morale.
24
LIST OF APPENDICES
Appendix A. Content analysis of students' written responses to the question of the Speech
Communication program's strengths and wealmess. Students were undergraduates majors in
Speech Communication or Communicative Disorders who took HCOM 300 (Introduction to
Research in Speech Communication) during spring semester, 2007.
Appendix B.
Content analysis of graduate students' written responses (from Fall semester,
2006) to the question of the Speech Communication program's strengths and wealmesses.
Appendix C.
Number of majors (graduate and undergraduate combined) and ratio of majors to
total university enrollment in Speech Communication Program from Spring 1999 (the time of the
last PPR) through Spring 2007.
Appendix D. Department Governance Document; updated and approved October 5, 2005.
Appendix E. Department Personnel Standards; updated and approved August 12,2005.
Appendix F Guidelines for Evaluation of Temporary Faculty; April 7, 2003.
Appendix G. Criteria for Lecturer Range Evaluation; September 28, 2005.
Appendix H. Handbook for the Master of Arts Degree in Speech Communication (Effective
Spring 2005)
25
Appendix A. Content analysis of students' written responses to the question of the Speech
Communication program's strengths and weakness. Students were undergraduates majors in
Speech Communication or communicative disorders who took HCOM 300 (Introduction to
Research in Speech Communication) during the spring semester, 2007.
Comments on Programs' Strengths
Number of
Students
Comments on Programs' Wealmesses
Summary of Student Comments
Number of
Students
18
Knowledgeable professors who are professional,
prepared, passionate about field, skilled at
communicating complex concepts.
15
16
7
10
Professors willing to help students (always available,
for advice/assistance, responsive to student
questions).
Information in the field is important/relevant to life
(combine theoretical foundation with practical
application).
Excellence professors generally ("great professors,"
"awesome faculty'').
Computer lab available for student use.
7
College Park location.
6
5
Compared to other departments, small student teacher
ratio and class sizes.
5
5
Good students (friendly, supportive).
4
5
Professors are experienced, active
scholars/researchers.
Excellent classes that challenge students (excellent
curriculum).
3
3
4
The major develops useful student skills (high
demand for people with communication skills;
curriculum develops strong analytical skills,
organization, i ersonal, intercultural skills}.
Good staff (very helpful, pleasant).
2
3
Diversity of staff and students.
2
3
Flexible program (good selection with four
concentrations, wide range of study available).
Good opportunities for field experiences and service
teaming (e.g., SCUDL, debate team).
High quality program generally.
2
2
Students develop understanding of how to address
cultural differences.
2
2
Advisors are good at guiding students.
2
2
Promotes students' personal growth (help develop
confidence.
2
12
II
4
3
3
2
26
Summary of Student Comments
Too few sections for each class (hard time getting
classes; classes should be offered at more times;
courses get cut without attempt to mediate loss to
students.
Too many classes offered only once a year.
7
Too few classes from which to choose (lack of variety
of classes).
6
Difficulty registering for classes (300 and 308
difficult, electives easier to get than core classes).
Overcrowding (classes too crowded; not enough room
in classrooms).
Too few classes in leadership and other areas (e.g.,
health communication, gender and communication;
not enough classes teaching computer applications for
presentations).
Much content of program is abstract and difficult
(many classes deal with theory whose application
needs to be explained; too much emphasis on theory
rather than skills; professors forget that we are
undergraduates).
Classes that drift from topic (professors let students
talk too much about irrelevant topics; some classes
too informal; instructors cover too much from fields
other than communication).
Overlapping/repetitious material from class to class
(e.g., 325 and 333; 200 and 420).
Career objectives for the major unclear ("the major
doesn't seem useful after graduation;" "Not enough
information about careers in the field").
Inadequate advisement (Need to improve online
system for graduate studies- should be more
centralized if possible).
6
3
2
2
Some classes require group projects that are
impractical for students who work outside school.
Not enough emphasis on communication in actual
experiences ("More in-depth examples of Speech
Communication in our daily_ lives needed).
Too many part-time faculty who may not know
material as well as professors.
Too much lecture in many classes.
Failure to require HCOM 300 to be taken early in the
student's career.
Difficulty in graduating on time because of confusing
information (a difference between catalog and yellow
requirement form)
Books are too expensive.
Limited choice of instructors available for students
taking classes.
2
Small program.
6
Others: Classes encourage interaction and
collaborative thinking; peer mentoring center; many
different approaches and schools of thought taught
within program; not as difficult to get classes as some
other majors; good resources for research.
9
27
Others: Too few computers in computer lab; not
enough people know what our major is, requires, or is
good for; books are often boring; limited
opportunities for individual events in forensics; not
enough acceptance of personal experiences in classes;
too few professors for the fields covered; Human
Communication gets confused with HCOM-change
name; too few scholarships; classroom desks too
small.
Appendix B. Content analysis of graduate students' written responses (from Fall semester,
2006) to the question of the Speech Corrununication program's strengths and weaknesses.
Comments on Programs' Strengths
Number of
Students
Comments on Programs' Weaknesses
Summary of Student Comments
Number of
Students
Summary of Student Comments
6
Professors very knowledgeable; varied levels of
experience/expertise; well-known faculty.
3
5
Accessibility of faculty; available and supportive;
patient and respectful of students; professors are
personable and willing to assist students.
4
2
Interesting classes; wide variety of classes.
I
2
Small class size
I
I
Strong connection to "real world" (need more
though).
I
I
Ability to choose exit option (comps, project, thesis)
I
Some seminars don't foster seminar formatmore student involvement needed.
I
Wide range of students- leads to
interesting discussions.
Ample time to complete program (helps those who
can't go to school full-time).
The opportunity for grad students to beTAsamazing.
I
Not enough instructor input-I'd rather hear from the
instructor rather than listen to student discussion.
More courses needed that would increase chances to
be employed.
I
I
28
I
Scheduling classes not that easy (most classes in the
4-7pm slot. Difficult when working full-time); more
classes needed at 7pm.; no grad classes during
summer session.
Limited number of grad classes-difficult to focus on
one area (e.g., interpersonal) when only one grad
class; more variety- special topic classes offered
but at 400 level; more variety of courses neededvery few options in terms of instructors too; few
courses compared to schools like USC.
Too much busy work.
Too much emphasis on publishingjoumal articlesmany of us aren't planning to pursue Ph.D.
Majority of work similar to undergraduate programjust longer papers.
I
Not many faculty willing to be advisors or committee
members.
I
Admission process is slow.
Appendix C. Number of majors (graduate and undergraduate combined) and ratio of majors to
total university enrollment in Speech Communication Program from Spring 1999 (the time of the
last PPR) through Spring 2007.
SemesterNear
Spring 1999
Fall1999
Spring 2000
Fall2000
Spring 2001
Fall2001
S >_ring_ 2002
Fall2002
Spring 2003
Fall2003
S >_ring_ 2004
Fall2004
Spring 2005
Fall2005
Spring 2006
Fall 2006
Spring 2007
Total University
Enrollment
Speech
Communication Majors
Ratio of Majors to Total
University Enrollment
25,550
27,167
27,263
28,381
28,851
30,357
30,445
32,143
31,545
32,592
30,848
32,744
33,413
35,040
33,734
35,921
34,927
146
142
144
126
152
137
156
173
171
182
175
142
154
169
164
172
183
0.0057
0.0052
0.0053
0.0044
0.0053
0.0045
0.0051
0.0054
0.0054
0.0056
0.0057
0.0043
0.0046
0.0048
0.0049
0.0048
0.0052
29
AppendixD
Department Governance Document; updated and approved October 5, 2005.
Departmental Governance Document
I.
Premises
A. Consistent with the campus tradition of self-governance, governance
within the Department of Human Communication Studies is the
responsibility of the chair and the full-time faculty in
Communicative Disorders (CD) and Corrununication Theory and
Process (CTP). The chair shall work closely with the area
coordinators, program directors, committee chairs, individual
faculty, and student groups to ensure that the mission and goals of
the department are carried out. Standing committees and
individual faculty members may initiate, review, and/ or
recorrunend for approval various department programs, policies,
and procedures. Although the chair is vested with the final
authority for all departmental activities, maximum faculty and staff
participation in decision-making and governance shall be
encouraged.
II.
B.
The department is viewed as a unified entity, the various special
areas of which are interdependent.
C.
The department is divided into functional subunits to facilitate the
orderly consideration of issues requiring decisions.
D.
No action taken or policy statement drafted by a subunit has
official status until approved by the department faculty, unless
final approval has been delegated to that subunit.
Department Structure
A. The Department of Human Communication Studies comprises
faculty, professional staff, and clerical staff. Hereafter, except where
noted professional staff shall be included wherever the term faculty
is specified.
B. The department structure includes department committees, area
faculties, coordinators, advisers, directors, area committees, and
curricular support programs. The subunits of the department are
represented in Appendix I.
1
III.
Functions of Committees
A. The department faculty will assign business items to standing
committees, create ad hoc committees, receive and consider
recommendations from committees, and delegate authority to area
faculties or committees.
B. Standing committees of the department include:
1. Curriculum Committee. The Curriculum Committee will
generate or consider proposals to alter curricular offerings,
including courses, course descriptions (including pre- or corequisites), catalog copy, etc. The committee will be comprised
of four faculty members, two from each area of the department,
and may divide into subunits for examination of area curricula.
All course revisions and proposals should receive review by the
entire committee prior to making recommendations to the
department faculty.
2. Executive Committee. The Executive Committee shall make
recommendations to the department chair regarding allocation
and/ or utilization of department resources. Matters may be
referred to the Executive Committee by the department faculty
through the department's governance processes, by members of
the Executive Committee, and by the department chair. The
Executive Committee makes recommendations to the department
chair regarding expenditures of $500 or more from the operating
budget of the department. The chair calls meetings of the
committee as needed, and, at a minimum, the chair will convene
the committee in a timely manner to consider matters that are
referred by the department faculty or by committee members.
The Executive Committee shall comprise four faculty members,
two from each area of the faculty.
3. Graduate Committee. Each degree program shall have a threemember Graduate Committee. The Graduate Committee shall:
1) consider and recommend applicants for admission to the
department's graduate programs; 2) recommend approval of the
Graduate Study Plan (GSP) to the office of Graduate Studies;
3) specify comprehensive examination areas for candidates;
4) consider petitions from students relative to matters of graduate
policies and make recommendations to the Graduate Program
Adviser; and 5) make recommendations to the department
2
concerning procedures for the department's graduate degree
programs. Each committee shall be comprised of two members
elected from among tenured or probationary faculty associated
with the respective degree program, and the Graduate Program
Adviser who shall serve as ex-officio chair of the committee.
4. The Personnel Committee. The committee shall conduct the
university and department mandated evaluations and
recommendations associated with retention, tenure, and
promotion of faculty. It shall also recommend procedures and
criteria governing such actions and evaluate applicants for
instructional and professional staff positions (including full-time
instructors or lecturers, and professional staff employees) and
recommend appropriate appointments. The committee shall be
composed of six tenured faculty members, three representing
each area of the faculty.
5. Research Committee. The Research Committee shall be
responsible for reviewing, evaluating, and making
recommendations concerning research projects proposed by
faculty, students, or under the auspices of the department. It
shall be composed of four members, two representing each area
of the faculty.
6. Awards Committee. The Awards Committee shall administer the
Fessenden, Booth, Schreiner, et al., awards, and 1) publicize the
availability of such awards to students; 2) set criteria for selection
of recipients; 3) plan awards ceremonies; and 4) provide a
historical record of winners. The committee shall be composed of
four faculty members, two representing each area of the faculty.
IV.
Functions and Responsibilities of Area Faculty and Coordinators
A. Area faculties will consider matters of academic, professional, or
administrative concerns including class offerings, major and minor
requirements, ad hoc committee assignments, and other related
functions. They will perform consultative and advisory functions to
the chair and intra-area functions as delegated to them by the
department. The area faculties will be represented by two area
coordinators.
1. The Communication Theory and Process Coordinator shall
convene meetings of the CTP faculty, assume responsibility for
3
communications appropriate to the area, recommend appropriate
actions to the Executive Committee and area faculty, and report
CfP area actions or recommendations to the department faculty.
The coordinator is elected to a one-year term of office beginning
on the first day of the fall semester.
2. The Communicative Disorders Coordinator shall convene
meetings of the CD faculty, assume responsibility for
communications appropriate to the area, recommend appropriate
actions to the Executive Committee and area faculty, and report
CD area actions or recommendations to the department faculty.
The coordinator is elected to a three-year term of office beginning
on the first day of the fall semester.
V.
Functions and Responsibilities of Advisers and Directors
A. The Department of Human Communication Studies has four
departmental advisers who supervise the conduct of the
undergraduate and graduate degree programs in Speech
Communication and Communicative Disorders.
1. The Department's two Undergraduate Advisers are responsible
for the coordination of advisement for all undergraduate students
seeking a B.A. Degree in the respective degree programs.
Working closely with university and college advisement units,
the department advisers will facilitate the orderly matriculation
of undergraduate students toward their degree objectives.
2. The Department's two Graduate Program Advisers are
responsible for the coordination of advisement for all graduate
students seeking an M.A. Degree in the respective degree
programs.-Working closely with the office of Graduate Studies
the advisers shall serve as ex-officio chairs of the department
Graduate Committees, maintain department records of Master's
candidates, supervise the conduct of M.A. comprehensive
examinations, and certify completion of the requirements for the
department's graduate degrees.
B. The Department of Human Communication Studies has three
departmental directors who supervise the conduct of various
department curricular support functions.
4
1. The Director of Basic Courses shall supervise teaching associates
assigned to HCOM 100 or 102. Upon request from the
department chair, the director shall prepare an evaluative report
for the Personnel Committee and department chair relative to the
performance of teaching associates. The director shall consult
with the department chair regarding the assignment of
individuals approved by the Personnel Committee as instructors
in the basic course program.
2. The Director of Forensics shall supervise the operations of the
Forensics Program. Upon request from the department chair, the
Director shall supervise the part-time instructors and graduate
assistants assigned to the Forensics Program and shall provide an
evaluative report for the Personnel Committee and department
chair relative to the performance of part-time instructors. The
Director shall consult with the department chair regarding the
assignment of individuals approved by the Personnel Committee
as part-time instructors in forensics.
3. The Director of Clinical Services shall coordinate the operations of
the Speech, Language, and Hearing Clinic. Responsibilities
include coordinating the activities of clinic staff and graduate
assistants; serving as Chair of the Clinical Services Committee;
developing a budget and approving expenditures; reviewing and
approving student clinical practicum hours for compliance with
applicable university and professional rules, regulations and
other requirements; providing input relevant to performance
evaluations of staff in conformance with university policies and
procedures; and helping to ensure that the clinic is in compliance
with all applicable university, state, federal, and professional
rules, regulations, and other requirements. The Director shall
consult with the department chair regarding the assignment of
individuals approved by the Personnel Committee as graduate or
clinical assistants.
VI.
Area Committee and Ad Hoc Committees
A. Clinical Services Committee. As a subcommittee of the
Communicative Disorders Area committee, the Oinical Services
Committee is charged with the responsibility of developing,
reviewing and recommending policies and procedures relative to
clinical operations including making expenditure recommendations
5
concerning the Speech, Language, and Hearing Clinic for any
expenditure in excess of $500.
B. Ad Hoc Committees shall perform whatever tasks are assigned to
them and shall report recommendations either to the department
faculty or to an area faculty as specified in their instructions.
VII.
Levels of Recommendation and Decision Making
A. The role of the chair should be exercised in a manner consistent with
collegial consultation and participatory governance. It is the
responsibility of the chair to encourage the use of democratic
procedures embodied in this document and in the tradition of
California State University, Fullerton. The chair is the administrative
executive officer of the department, appointed by the university
president and empowered with specified legal and contractual
authority.
B. The chair is responsible for implementing departmental and school
policies. The department as a whole shall determine its own
organization and provide policies for the development and
governance of its curriculum, its personnel, its department budget,
its office administration and management, and its student and
community relations.
C. With the exception of the Personnel Committee, each department
committee recommends policies and procedures to the department
faculty as a whole. Committee recommendations should be brought
to the chair for placement on the department's agenda.
D. The Department Undergraduate Advisers and Department Graduate
Advisers are appointed by the chair upon the recommendation of the
faculty via departmental election.
E. The Director of the Basic Courses is appointed by the chair upon the
recommendation of the CTP faculty via area election procedures.
F. The Director of Forensics is appointed by the chair upon the
recommendation of the Personnel Committee.
G. The Director of Clinical Services is appointed by the chair upon the
recommendation of the CD faculty via area election procedures.
6
H. Final authority for some decisions may be given to committees at the
direction of the faculty in deparbnental meetings.
VIII.
Curricular Support Programs
Preamble
The faculty and staff of the deparbnent are utilized as a collective whole
in order to maximize academic excellence. Thus it is that the larger
lower division and service courses of the department provide balance for
the lower enrollment courses appropriate to senior and graduate level
courses and curricular support programs. In order to facilitate assigned
units, graduate assistants, and other department needs, some members
of the faculty carry higher SFRs in their courses as a means of
contributing to the overall health of the deparbnent's various programs.
Curricular support programs, such as the Forensics Program and the
Speech, Language, and Hearing Clinic, are enhanced from the allocation
of resources, distribution of teaching and advisement responsibilities,
and staff appointments within the department.
A. The Forensics Program
The Forensics Program is designed to provide students with
additional speaking experiences beyond those traditionally available
in the classroom via participation in intercollegiate debate and
individual events competition. The Forensics Program is an integral
part of the curricular offerings of the Department of Human
Communication Studies, although the program serves the needs of
students from a number of other majors. HCOM 138 and 338 are the
curricular vehicles of the Forensics program.
1. The Director of Forensics receives no additional compensation for
serving in that capacity and all funds (including department,
Associated Students, Instructionally Related Activities, and
tournament receipts) are utilized to defray the cost of travel and
expenses appropriate to the operation of the Forensics Program.
2. The Director shall provide a year-end report to the faculty
concerning the activities of the Forensics Program.
B. The Speech, Language, and Hearing Clinic
7
The Speech, Language, and Hearing Clinic is an integral part of the
curricular offerings of the Department of Human Communication
Studies. The clinic facilitates the delivery of the clinical component
of the Communicative Disorders programs leading to the B.A. and
M.A. Degrees and the Clinical Rehabilitative Services Credential.
The primary function of the clinical program is to provide clinical
training in communicative disorders.
The program is supported by the department with a full-time speech
pathologist position and faculty position(s). HCOM 458,468, 558A,
558B, 558C, and 558D are the primary courses associated with the
clinic; however, additional clinical practicum courses encourage
clinical observations and experiences. Department support for the
clinical operation comes from resource allocations in the form of
financial and clerical support, professional staff, and regular and
part-time teaching assignments.
A secondary function of the clinic is public services for the
communicatively handicapped in the community. As a result of
providing these limited client services, the clinic charges minimal
fees. The funds are used to support the operations and needs of
clinical training in communicative disorders.
1. The Speech Pathologist serves as the chief clinician for the
campus Speech, Language, and Hearing Clinic; provides
diagnostic evaluations and therapeutic intervention of clients;
supervises student clinicians; coordinates clinic schedules,
materials and practices with the curricular content of the training
program; and demonstrates the delivery of professional clinical
services for the benefit of students.
2. The Director of Clinical Services is responsible for the overall
operation of the Speech, Language, and Hearing Clinic as
described in Section V.B.3.
3. Speech, Language, and Hearing Clinic Financial Policies.
a. Clinic funds shall be spent in an orderly and planned manner
through the use of an annual fiscal budget by the Director of
Clinical Services and approved by the Clinical Services
Committee by Aprill of the prior year.
8
b. All funds received or spent during the year shall be accurately
accounted for according to university policies and procedures.
c. Budget priorities for expenditures of funds should directly
benefit the clinic and are as follows: 1) clinic operational
expenses; 2) salary and professional expenses; 3) equipment
expenses; and 4) professional travel for clinic personnel (see
Article I for Budget Priorities). In addition, up to 5 percent of
revenues can be used for expenditures that support the
educational missions of the Communicative Disorders
Program or the department as a whole.
IX.
Election Procedures and Terms of Office
A. Committees
1. All elections for standing committees shall be conducted by
written preferential ballot by the faculty, unless special
procedures are approved by the department faculty in specific
cases. The ballot shall be drawn for all committees to include all
eligible faculty members except those who request omission from
no more than two committees.
2. No faculty member shall serve on more than two department
standing committees without his/her consent. Election to
Personnel Committee shall take precedence over election to other
committees. Should faculty members be elected to more than two
committees and decline to serve on more than two, runner-up
candidates shall be elected (taking into account the right of these
candidates to decline serving on more than two committees).
3. Committee chairs shall be elected by vote of the committee
members with the exception of the Executive Committee where
the Department Chair shall serve as ex-officio chair, and the
Graduate Committee where the department Graduate Program
Adviser shall serve as ex-officio chair.
4. Summary of committee membership and terms of office - Fall
Elections.
a. Curriculum Committee: four members, two from each area.
Two elected each year for two-year terms.
9
b. Executive Committee: four members, two from each area.
One-year terms of office.
c. Graduate Committee: four members, two from each area.
One-year terms of office.
d. Personnel Committee: six tenured members, three from each
area. One-year terms of office.
e. Research Committee: four members, two from each area.
One-year terms of office.
f. Awards Committee: four members, two from each area.
Two-year terms with two elected each year.
5. Area committee's elections and terms of office - Spring Elections.
a. Communicative Disorders Area Faculty: comprised of all
members of the faculty and professional staff associated with
the curricular program in CD.
Clinical Services Committee: three members of the CD Area
Faculty, to be elected to a one-year terms of office. Director of
Clinical Services serves as ex-officio member.
b. Communication Theory and Process Area Faculty Committee:
comprised of all members of the faculty associated with the
curricular program in CTP.
B. Advisors, Coordinators and Directors - Spring Elections.
1. Department Undergraduate Advisers: election by the faculty
within the two degree programs to a one-year term of office.
2. Department Graduate Program Advisers: election by the faculty
within the two degree programs to a three-year term of office.
3. Coordinator of Communicative Disorders: election by the CD
Area Faculty to a three-year term of office.
4. Coordinator of Communication Theory and Process: election by
the CTP Area Faculty to a one-year term of office.
10
5. Director of Basic Courses: election by the CTP area Faculty to a
one-year term of office.
6. Director of Oinical Services: election by CD Area Faculty to a
three-year term of office.
11
ARTICLE I
PROCEDURES
A.
Duties of Personnel in Clinical Services
1. On-campus practicum supervisors
a. Each supervisor is responsible for coordinating his/her respective
practicum activities.
b. The supervisor will inform students in writing of specific course
requirements including use of clinic forms, grading criteria,
meetings, etc.
c. The supervisor must supervise student clinicians in accordance
with ASHA Council on Academic Accreditation in Audiology
and Speech-Language Pathology (CAA) standards and accepted
regional standards.
d. The supervisor is the primary faculty I staff contact for all parents
of clients served by their supervisees.
e. The supervisor is responsible for completion and submission, by
the appropriate party, of all paperwork in a timely manner. This
includes 1) grade sheets, 2) clock hours, 3) case folders, 4)
documents required by the department and/ or the university,
and 5) other.
f. The supervisor is expected to serve as a resource person relative
to 1) professional areas of expertise, 2) client referral to other
professionals or schools, 3) therapy methods, and 4) professional
correspondence.
g. The supervisor is responsible for recommending supplies,
materials, and equipment needs to the Director of Clinical
Services.
2. Off-campus practicum supervisors
a. The person designated by the Department Chair will coordinate
off-campus practica (HCOM 485, 489A, 559A, and 559B).
12
b. The supervisor is responsible for making arrangements with offcampus sites in a timely fashion coordinating such activities with
the Director of Oinical Services.
c. Specifics as to terms of practicum at a given site are indicated in a
written agreement or contract according to university policies and
procedures relating to such agreements or contracts.
d. The supervisor will conduct written and telephone consultations
with the students and conduct meetings as required to make
assignments appropriate to each student.
e. The supervisor will be responsible for appropriate and timely
reporting of activities to the Director of Clinical Services.
f. The supervisor will ascertain that each student is supervised at
the off-campus site in accordance with ASHA CAA standards,
CSUF practicum policy, and acceptable regional standards.
g. The supervisor is responsible for completion and submission, by
the appropriate party, of all paperwork in a timely manner and
the reporting of such activities to the Director of Oinical Services.
This would include grade sheets, clock hours, and all other items
required by the university, department, and/ or professional
affiliations.
5. Faculty "consultants" on specific types of disorders
a. Each CD faculty member is encouraged to serve as a consultant in
his/her areas of expertise.
b. These consultations may take the form of 1) visits to the clinic
including observations of treatment, 2) chart review, 3)
conferences with the student clinician, and 4) other.
c. Consultants should confer with supervisors so as not to give the
students contradictory advice. In the event of disagreement, the
supervisor has final authority because the clinical services are
rendered under his/her license.
6. Clinical Support Staff
13
•
a. The clinical support staff will consist of secretaries and graduate
assistants assigned to clinical management operations.
b. Oinic secretaries are responsible for carrying out activities
assigned to them by the Director of Clinical Services or designee.
c. Oinical graduate assistants will be responsible for duties
assigned to them by the Director of Clinical Services or designee.
d. Other individuals assigned to clinic management will be
responsible to the Director of Oinical Services or designee.
B.
Speech, Language, and Hearing Clinic Financial Procedures
1. The annual budget shall be prepared and submitted by the Director
no later than April1 to the Clinical Services Committee.
2. Year-end summaries of financial activities will be prepared for the
Department and submitted to the department chair by June 1for
inclusion in the department's annual report to the university.
3. The Speech, Language, and Hearing Oinic account shall have two
signatories: The Clinic Director and the Department Chair.
Expenditures of $500 or more are reviewed and approved by the
Clinical Services Committee and the Executive Committee.
C.
Speech, Language, and Hearing Clinic Budget Priorities
1. Clinical Operational Expenses will be paid out of the funds collected
during the same fiscal year in which they are incurred. These
expenses will include such items as treatment programs, tests,
materials, office supplies, telephone expenses, insurance, etc.
2. Salary and Professional Expenses will be paid out of money set aside
from the prior fiscal year. These expenses will include salaries for
graduate assistants and other personnel who provide services to the
clinic when those salaries are not paid by the university.
3. Equipment Expenses will be paid out of money set aside the prior
fiscal year. The amount available will be projected in the clinical
services annual report which is completed by April1of the prior
year.
14
4. Professional Travel for Clinic Personnel will be paid out of the prior
fiscal year. This travel shall be directly related to the Speech,
Language, and Hearing Oinic functions. The Director of Oinical
Services or his/her alternate will be funded. (Approximately $1000
for the Director of Clinical Services and $500 for the Chief SpeechLanguage Pathologist will be available each academic year. This
level of funding along with removal of the stipend and maximum
flexibility will place us in harmony with our sister institutions.)
Revised and approved April 6, 2005; revised and approved by department October 5, 2005
15
AppendixE
Department Personnel Standards; updated and approved August 12,2005.
DEPARTMENTAL PERSONNEL STANDARDS
DEPARTMENT OF HUMAN COMMUNICATION STUDIES
November 10, 2004
The guidelines and procedures contained in this document apply to the faculty of the
Human Communication Studies Department for use in determining recommendations for
retention, tenure, and/or promotion. The DPC (Department Personnel Committee) is
elected annually by the faculty and consists of an equal number of members from each of
the two degree programs within the Department: (1) communication theory and process
and (2) communicative disorders.
Each faculty member under review is responsible for preparing a Portfolio ensuring that
the file is consistent with the most recent UPS 210.000. The faculty member should
attempt to limit the Portfolio itself to one binder. Supporting materials can be included in
additional binders as appendices to the Portfolio.
I.
Development Plans and Developmental Narratives
Probationary faculty make progress toward retention, tenure, and promotion according to
the Department Personnel Standards, UPS 210.000, and either a Developmental Plan or a
Developmental Narrative as described below.
A.
Development Plan
The Development Plan was discontinued with the approval of the revision ofUPS
210.000 that became effective on June 19, 2002. However, any faculty member who has
an approved Developmental Plan will continue to address that plan and the goals
contained in it as they progress toward retention, tenure, and promotion.
For those faculty who have approved Development Plans, progress toward retention,
tenure, and promotion will be measured according to the expectations set forth in UPS
210.000 and the Department Personnel Standards (Reference UPS 210.000, II). The
Development Plan shall describe what a faculty member expects to accomplish in
teaching, scholarly and creative activities, and service during probationary years. The
Development Plan shall be between 500 and 1500 words.
A new faculty mentor can be appointed at any time if the probationary faculty member
makes such a request.
B.
Developmental Narrative.
Probationary faculty appointed effective August 22, 2002 will prepare a prospective
Developmental Narrative during the first year of employment, as prescribed in UPS
1
210.00, IA.1, and II. The Developmental Narrative shall identify a set of professional
goals that are intended to lead to retention, tenure, and promotion.
The Developmental Narrative will have no formal approval process, will not be reviewed
by the department personnel committee, but will be reviewed by the department chair and
the dean who will provide written feedback on a timetable to be determined by the
colleges, but prior to May 1. (Reference UPS 210.000, II)
The Developmental Narrative will be included in the faculty member's portfolio that is
submitted for review during the probationary period. The Developmental Narrative is in
addition to and separate from retrospective, self-assessment narratives that have always
been part of the portfolio. (Reference UPS 210.000, ID,A.3.f)
During subsequent years, the Developmental Narrative may be revised to reflect changes
and professional growth that will normally occur during the probationary period.
(Reference UPS 210.000, II).
In consultation with the probationary faculty member and the DPC, the Chair shall
appoint a faculty member to serve as a mentor to the probationary faculty member in
writing the Developmental Narrative.
A new faculty mentor can be appointed at any time ifthe probationary faculty member
makes such a request.
C.
Evaluation
Each faculty member shall be evaluated in each of the three categories prescribed by UPS
210.000 (Teaching; Scholarly and Creative Activities; and Professional, University, and
Community Service). All evaluators will use qualitative judgments whenever appropriate
in each category. All evaluators will focus on the narratives provided by the faculty
member and will evaluate the congruence of claims with the data provided as support.
II.
Teaching
Each faculty member is responsible for including the following materials in the Portfolio:
(1) a concise narrative, not to exceed 1,000 words, addressing teaching performance and
an explicit articulation of pedagogical approach and methods; (2) evaluators' comments
from classroom visitation(s) of teaching; (3) statistical summaries of all responses on
Student Rating of Instruction (SRI) forms administered to classes taught during the review
period; (4) statistical summaries of grade distributions for all classes taught
during the review period; and (5) other materials that provide evidence of teaching
performance (these materials should be referenced in the narrative but included in an
appendix). All materials used as evidence in support of teaching performance should be
summarized in the narrative.
Classroom visitations should be completed on a regular basis (at least two classroom
visitations every full performance review period) and will be conducted as prescribed in
the "Department Peer Evaluation Guidelines." Evaluators' comments should address
2
issues such as the following: (1) course content, e.g., relationship of class session to
course syllabi and assigned readings; the degree to which the content of the presentation
is relevant to the subject, reflects current thinking in the discipline, and includes relevant
viewpoints; appropriate level of difficulty of the material presented; (2) organization of
the presentation, e.g., logical sequence of topics; pace of presentation, inclusion of
summaries and syntheses, manages class time effectively; (3) clarity of presentation,
explains ideas and information clearly, provides relevant examples and illustrations,
answers students' questions clearly; (4) style of teaching, e.g., stimulates students'
critical thinking, engages students in problem solving, demonstrates professional and
ethical behavior; and (5) instructor-student interaction, e.g., engages class members in
interaction, creates a healthy and stimulating classroom atmosphere, allows students to
respond to each other; and creates an atmosphere in which mutual respect is
demonstrated.
A.
Mandatory Indicators for Evaluation of Teaching Performance
1.
Course Content
Most current syllabus for each different course taught during the review
period, including learning objectives, assignments and requirements, and
grading criteria
Selected examples of assignments, handouts, and reading lists
Selected examples of exams and quizzes
2.
Classroom Teaching
All student ratings of instruction, including raw data forms and statistical
summanes
Reports of classroom visitations by department colleagues
3.
Grading Practices
Statistical summary of grade distributions from all classes taught at
C.S.U.F. during the review period
Rationale for grading practices in accordance with the department "Grade
Distribution Policy''
4.
Non-Classroom Teaching - evidence of involvement in student advising and
formal or informal mentoring
B.
Optional Indicators for Measuring Teaching Effectiveness
1.
Classroom Teaching: materials such as teaching awards and unsolicited, signed
student letters
2.
Teaching Innovations
a.
Information regarding instructional grants
3
b.
c.
Research conducted that relates to teaching in the discipline
Specific tools, instruments, devices, workbooks, and methods of
instruction implemented in the classroom
New course proposals
d.
3.
Non-Classroom Instruction
a.
b.
C.
Information regarding involvement with M.A. theses and/or graduate-level
directed research
Information regarding directed independent studies
Criteria for Evaluating Teaching Performance
Evaluation of teaching shall be based upon the total evidence reflected by student ratings
of instruction and other mandatory and optional indicators. Using a scale that includes
the ratings "Superior," "Excellent," "Satisfactory," and ''Unsatisfactory," teaching
performance is evaluated as a composite of all standards listed below.
1.
Qualitative indicators of instruction: All teaching indicators, mandatory and
optional, shall be qualitatively assessed and evaluators shall render a rating of
"Superior," "Excellent," "Satisfactory," or ''Unsatisfactory" using the criteria below:
Course content is of appropriate depth for the course level, and the content
reflects recent trends in the discipline
Teaching strategies are effective, and there is evidence of significant
successful effort to improve teaching effectiveness continuously
Evaluation of student learning is both rigorous and valid, and in
accordance with the department "Grade Distribution Policy"
Breadth is shown through the ability to teach a variety of courses
2.
Student ratings of instruction (SRI). Department-sanctioned student opinion forms
utilize a five point rating scale ranging from "A" (4) to "E" (0). Student ratings of
instruction contribute to the evaluation of faculty members' teaching effectiveness but
should not be used as the sole measure. Overall patterns for the duration of the evaluation
period shall be considered more informative than isolated course evaluations. The
following table will be used to evaluate instructor effectiveness based on the statistical
summanes:
Overall Rating
Superior
Excellent
Satisfactory
Unsatisfactory
Overall Mean SRI
3.50 or higher
3.20- 3.49
2.90-3.19
Below 2.90
And
And
And
And
Overall Percentages
80% A's or B's, with at least 50% A's
70% A's and B's
50% A's and B's
Fewer than 50% A's and B's
This rating system is used as a guideline: Written student comments included on the
rating forms will be used as an aid to interpret quantitative reports of student opinions.
The evaluation shall take into consideration factors such as the number of different
4
courses taught, the number of new preparations assigned to the faculty member, and the
characteristics of the classes taught (size, level, required or elective, experimental vs.
traditional pedagogy, major vs. G.E., etc.). The evaluation shall also take into account
the faculty member's overall level of experience and his or her efforts to improve
teaching performance.
3.
Composite rating ofteaching effectiveness: Based on a composite evaluation of
the SRI data and other indicators, the reviewers shall render a summative rating of
teaching effectiveness as either: "Superior," "Excellent," "Satisfactory," or
"Unsatisfactory." The composite rating shall incorporate both SRI and qualitative
measures. In the assessment of qualitative and quantitative information, qualitative
information will be given primacy.
III.
Scholarly and Creative Activities
The Department expects that faculty members will show on-going development in
scholarly and creative activities as demonstrated in two ways: (1) evidence of a
systematic research program, and (2) progression from third-level and second-level
activities to first-level scholarly and creative activities as described below.
Scholarly/creative efforts may be published in traditional print form or equivalent
electronic publication format. Faculty members shall provide evidence of the value or
importance of their scholarly and creative contributions to the field by including the
following indicators as available and appropriate: (1) relative prestige of journals in which
one's work appears; (2) acceptance/rejection rates of journals, paper panels, or interest
groups at conferences; (3) competitive rankings of work accepted for publication or
presentation, where such rankings are available; (4) honors or awards bestowed on one's
work; (5) frequency with which one's work is cited by other scholars; (6) book reviews of
one's work; and (7) letters from journal editors or associate editors acknowledging the
value of one's work. These indicators should be used by the faculty member to support
the case for work assigned to the three different levels below. The Department also
recognizes the value of creative activities, provided such activities contribute to the
development of knowledge in the field and are directly related to the study of
communication theory and process or communicative sciences and disorders.
The members of the departmental personnel committee will consider indicators to assess
the prestige of a given journal: affiliation with a national scholarly or professional
organization, large circulation relative to other journals in the field, rigorous acceptance
standards and wide citation.
Each faculty member shall include a concise narrative of creative and scholarly activity
and how the work contributes to a systematic program of research. The narrative, which
shall not to exceed 1,000 words, should include: (1) a list ofwork that has been
published, presented, or accepted during the review period; (2) a written evaluation of
each work; and (3) a description of work in progress. In the case of multiple authors, the
faculty member's evaluation of the work shall include an assessment ofher or his
contribution and/or the faculty member shall submit the multiple author forms or their
equivalents. It is expected that the faculty member's narrative will summarize her or his
5
research and creative activities agenda(s). The common theme(s) running through the
faculty member's work shall be identified in the narrative.
A.
First-Level Activities
1.
2.
3.
4.
5.
6.
7.
Refereed journal articles
Author of a scholarly book; "in press" books require galley proofs
Refereed articles in nationally/internationally distributed conference proceedings
Edited scholarly book or special issue of a journal
External grant proposals funded
Presentations at regional or national conventions that are selected as top papers in
a division, or which receive other officially recognized honors or awards
Refereed chapters in a scholarly book or monograph
B.
Second-Level Activities
1.
2.
Non-refereed journal articles
Non-refereed articles in nationally/internationally distributed conference
proceedings or in published working papers ["Working papers" are scholarly
volumes published by universities and research institutes to disseminate current
research on an annual or more frequent basis. Examples include: Haskins
Laboratories Status Report on Research, UCLA Working Papers in Phonetics,
NCVS Status and Progress Report (NIDCD ofNIH), and Quarterly Status and
Progress Report, i.e., Institionen fOr tal, musik och horse!, Sweden)]
Chapters in scholarly books
Invited presentations or publications
Presentations at regional or national conventions
Internal grant proposals funded or external grant proposals awarded without
funding
Published debate critiques
Annotated bibliographies accepted for publication
Creation of educational and/or professional materials (e.g., audiotape, videotape,
computer software)
Standardized instruments published and commercially available (e.g., Fullerton
Language Test for Adolescents, Stuttering Severity Instrument)
National distribution of educational and/or professional materials (e.g., videotape
series)
3.
4.
5.
6.
7.
8.
9.
I 0.
11.
C.
Third-Level Activities
1.
2.
3.
4.
5.
6.
Published book reviews that make a scholarly contribution
Presentations at state or local conferences
Development of experimental forms for a research or clinical instrument
Accepted contributions to forums or newsletters
Internal/External Grant proposals submitted
Material completed but not submitted and/or material submitted for publication
but not accepted
6
D.
Criteria for Evaluating Scholarly and Creative Activities
Using the scale of ratings "Superior," "Excellent," "Satisfactory," and ''Unsatisfactory,"
scholarly and creative activities shall be evaluated using the three criteria listed below.
Overall performance in scholarly and creative activities shall be based on a composite of
the individual ratings.
1.
2.
3.
Continuous and systematic progression of activity from one level to the next (e.g.,
conference papers to publications, grant proposals to funded grants)
Achievement that includes high quality, peer-reviewed scholarly publications
Evidence that scholarly and creative activities contribute to the discipline
A rating of"Superior" shall be given for ten second-level and/or first-level activities
during the RTP review period. The activities must include at least four peer-reviewed
journal articles, of which first authorship must be accorded on two publications.
A rating of "Excellent" shall be given be given for seven second-level and/or first-level
activities during the RTP review period. These activities must include at least three peerreviewed journal articles, of which first authorship is accorded on two publications.
A rating of "Satisfactory" shall be given for five second-level and/or first-level activities.
These activities must include first authorship on at least two peer-reviewed journal
articles ("in press" or published).
A rating of"Unsatisfactory" shall be given for scholarly activity judged to be of
insufficient quality and/or quantity.
IV.
Professional, University, and Community Service
It is expected that faculty members will demonstrate continuous service. Some of the
indicators ofthe level of involvement include: (1) the amount oftime devoted to
professional organizations and committee assignments; (2) the amount of responsibility
or degree of prestige associated with service; and (3) the degree of visibility afforded the
individual, the department, the school, and the University through the faculty member's
service.
The faculty member under review shall prepare a concise narrative, not to exceed 1,000
words, that evaluates and summarizes service, including a complete listing of service
activities and the level at which each belongs. The narrative should include a careful
presentation of evidence for assigning activities to the second-level and the first-level.
The narrative should summarize how the professional activities completed contribute to
the faculty member's professional growth and to the professional organization(s). As
part ofthe narrative, a complete list of activities with accompanying dates and places
should be provided. Data supporting the quality should be included wherever possible.
7
Service activity falls into one of three levels depending on the amount of time and effort,
the level of skill or leadership, and the degree of benefit to the department, school,
University, profession, or community.
First-Level Activities
An activity at the first-level generally requires more time, responsibility, or leadership
than does an activity at the second-level. Such activities bring exceptional benefits to the
department, college, University, profession, or community. Community service that
brings more recognition or other benefits to the department, college, or University than to
the faculty member, e.g., organizing conferences, is at the first-level. Listed below are
selected examples of first-level service:
1.
2.
3.
4.
5.
6.
7.
8.
11.
12.
13.
14.
Association office holder
Editor of a regional or national journal
Editing professional newsletter
Selecting contents for a section of a journal
Professional convention paper selection
Receiving honors and awards
Service on an active University committee
Developing, administrating, and/or contributing to outreach efforts that serve the
community through application of knowledge of the discipline (e.g., the Speech
and Hearing Clinic, the Center for Children who Stutter, Town Hall Meetings,
and the Southern California Urban Debate League)
Any non-research grant
Professional service: Organizing conferences and conference sessions, serving on
organizational boards and committees, being a discussant of presented papers, and
being a member in professional organizations
Serving as a journal editor
Acquiring professional licenses, credentials, or certificates
Participation in internal or external program reviews
Providing leadership on university committees
B.
Second-Level Activities
9.
10.
An activity at the second-level generally requires more time than does an activity at the
first-level, or it involves significantly more responsibility and leadership. Typical
examples are chairing an active departmental committee or college-level committee.
Community service that brings more recognition to the individual faculty member than to
the Department, College, or University, e.g., public lecture or public office, is at the
second-level. Listed below are selected examples of second-level service:
1.
2.
3.
4.
5.
6.
Chairing a department or college committee
Serving on Academic Senate
Serving on University committees
Chairing graduate committees
Program reviews
Planning programs or conferences
8
7.
8.
9.
10.
11.
12.
13.
14.
15.
18.
19.
20.
Professionally related consulting
Short courses at conferences
Invited speeches, lectures, and presentations
Statewide/national task force or selected boards
Conducting workshops
Presentation of oral debate critique before an audience
Advising student groups
Working with peer advisement
Producing publications relevant to university goals that are not traditional
academic publications
Consulting with community or private groups
Developing web pages designed to increase University contact with the
community
Reviewing books or manuscripts for publication or reviewing grants
Providing testimony to governmental or regulatory bodies
Editorial board or Associate Editor for journal
C.
Third-Level Activities. Listed below are selected examples ofthird-level service:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Participation on departmental and college committees
Attendance at professional meetings, workshops, or other professional
development
Association committee member
Association member
Subject of mass media interview regarding the field and its applications
Attendance at faculty meetings
Advising students
Serving on graduate committees
Working with independent studies
D.
Criteria for Evaluating Service
16.
17.
A rating of"Superior" shall be given for exemplary performance in depth and/or breadth
of service. In general, two first-level activities during the review period, and multiple
examples of high-quality third-level and/or second-level activities are expected for a
rating of superior. For associate professors, superior service should include participation
in University-wide service.
A rating of "Excellent" shall be given be given for a sufficient amount of service judged
to be of high quality. Generally, one first-level activity during the review period, and
several third-level and/or second-level activities are expected for a rating of excellent.
A rating of "Satisfactory" shall be given for a sufficient amount of service judged to be
of satisfactory quality. In general, three examples of second-level activities are expected
for a rating of satisfactory and several examples of third-level activity.
A rating of "Unsatisfactory" shall be given for service activity judged to be of insufficient
quality and/or quantity.
9
V.
Criteria for Promotion and Tenure
For promotion and/or the granting of tenure, a faculty member must be evaluated as at
least "Satisfactory" in each of the three categories and "Excellent" either in Teaching
Performance or Scholarly/Creative Activities.
VI.
Criteria for Decisions on Early Tenure or Early Promotion
Early tenure refers to a decision on tenure that is made prior to the faculty member's sixth
year of service at the University. Early promotion refers to a decision on promotion that
is prior to the completion of time normally spent in one's current rank. In accordance
with University policies, promotion to full professor requires that a faculty member be
tenured. Early tenure and promotion are separate decisions and the DPC will vote on
each action separately.
1.
The following criteria are established for early tenure or early promotion to
associate professor:
A faculty member must be rated 'Superior' in scholarly and creative activities or
teaching performance and at least 'Excellent' in all other categories of evaluation.
Performance in all categories shall have ample evidence to suggest that the ratings
are reliable.
2.
The following criteria are established for early tenure for untenured associate
professors or professors:
A faculty member must be rated 'Superior' in scholarly and creative activities or
teaching performance and at least 'Excellent' in all other categories. Performance
in all categories shall have ample evidence to suggest that the ratings are reliable.
3.
The following criteria are established for untenured associate professors
requesting early tenure and early promotion to professor. The following criteria also
apply to tenured associate professors requesting early promotion to professor:
A faculty member must be rated 'Superior' in scholarly and creative activities and
teaching performance and at least 'Excellent' in all other categories. Performance
in all categories shall have ample evidence to suggest that the ratings are reliable.
Revised and approved by VPAA Smith August 12, 2005
10
AppendixF
Guidelines for Evaluation of Temporary Faculty; April 7, 2003.
I
COLLEGE OF COMMUNICATIONS, CALIFORNIA STATE UNIVERSITY, FULLERTON
GUIDELINES FOR EVALUATION OF TEMPORARY FACULTY
Expected Performance by Full-Time Lecturers:
The College of Communications values contributions made by temporary faculty. In keeping with
UPS 210.050 section 5, the performance of each full-time lecturer shall be evaluated annually in
"whichever of the three areas...is/are appropriate to the lecturer's work assignment [for] the period! under
review." The three areas are: 1) teaching, 2) scholarly-creative activity and 3) professional-universitycommunity service. Each full-time lecturer is expected to exhibit strong teaching performance, to
demonstrate currency in the field by showing evidence of scholarly and/or creative activities, and to show
evidence of professional-university-community service.
J
Within six weeks from the beginning date of the contract, each full-time lecturer shall submit a
plan to the department chair to achieve and/or maintain the agreed-upon standards. Annual evalua ·ons
shall be conducted with the expectation that the goals of high quality teaching, intellectual and cretive
contributions and service are met. The latter two will be evaluated with an expectation that curreny in the
field is maintained. The plan shall be considered during these evaluations.
During the spring semester, each full-time lecturer shall prepare a portfolio demonstrating 1how
I
s/he has met or is meeting his/her plans. The contents of the portfolio are outlined in UPS 210.050 section
5. The timetable for review shall be:
•!• By March 15: Lecturer submits portfolio to department chair, who verifies completeness of
portfolio and gives it to department personnel committee (DPC).
•!• By April 1: DPC adds written evaluation and, if appropriate, recommendation to portfolio and
submits to department chair.
•!• By April15: Chair adds written evaluation and, if appropriate, recommendation to portfolio and
submits to college dean or associate dean. Chair meets with lecturer.
•!• By May 1: Dean or associate dean adds written evaluation and, if appropriate, recommemfution to
portfolio. Dean or associate dean may meet with lecturer.
l
I
I
I
l
Expected Performance by Part-time Lecturers:
The College of Communications values contributions made by temporary faculty. In keeping with
UPS 210.060 section 3, the performance of each part-time lecturer shall be evaluated "at the end bf
•
his/her first semester's appointment," and annually after that "during years in which [that lectureril holds
an appointment." Each part-time lecturer shall be evaluated in the areas of teaching and either sc11olarlycreative or professional activity. Each part-time lecturer shall normally be expected to exhibit strJng
teaching performance, and to demonstrate currency in the field by showing evidence of either scolarlycreative or professional activities. The appropriate area(s) shall be determined in consultation with the
department chair at the time of appointment.
Each part-time lecturer shall prepare a file demonstrating how s/he has met or is meeting the
agreed-upon standards. For first-time appointments, review shall occur at the end of the first semFster, as
soon as the Student Rating of Instruction (SRI) forms are complete. The timetable for annual review after
that shall be:
•!• By March 15: Lecturer submits file to department chair, who verifies completeness of file and
gives it to department personnel committee (DPC).
•!• By April 1: DPC adds written evaluation and, if appropriate, recommendation to file and submits
to department chair.
•!• By April15, Chair adds written evaluation and, if appropriate, recommendation to file ana submits
to college dean or associate dean. Chair may meet with lecturer.
•!• By May 1: Dean or associate dean adds written evaluation and, if appropriate, recommenaation to
file. Dean or associate dean may meet with lecturer.
I
I
I
I
Guidelines endorsed by the College of Communications Executive Council and recommended to
departments: April 7, 2003.
AppendixG
Criteria for Lecturer Range Evaluation; September 28, 2005.
California State University, Fullerton
Department of Human Communication Studies
September 28, 2005
Criteria for Lecturer Range Elevation
Eligibility
A lecturer who has no more SSI eligibility in his/her current range and has served a
minimum of five years in that range may request range elevation. The University will
notify lecturers when they are eligible for range elevation.
Process
Written requests to be considered for range elevation should be addressed to the
department chair and should explain the basis for the request in relation to the criteria
below.
Criteria
To be recommended for range elevation, a lecturer must have
•
achieved an "excellent" record of teaching performance during the review period
as defined in the Departmental Personnel Standards, except that formal classroom
visitation is not required; and
• a record of refereed publication relevant to the discipline or other activities that
show currency in the field during the review period.
Approval Process
The authority to grant range elevations rests with the Vice President for Academic
Mfairs upon the recommendation of the Department Personnel Committee, the
Department Chair, and the College Dean.
Outcome
If approved, range elevation shall be accompanied by advancement of at least two steps
(five percent) on the salary schedule. Denial of a range elevation shall be subject to the
peer review process pursuant to provision 10.11 of the Unit 3 Faculty Collective
Bargaining Agreement, except that the peer panel's decision shall be final.
[Range elevation policies are subject to the approval of the College Dean and the Vice President for
Academic Affairs. See UPS 210.050, UPS 210.060, and CBA 12.16-12.21.]
AppendixH
Handbook for the Master of Arts Degree in Speech Communication (Effective Spring 2005)